The prose is beautiful, but sometimes we gloss over the full impact of the Bard's writing. Join Mr. Joe Bissex and a few of his students for a discussion of what students can learn from a well-led production of Macbeth.

Heights Headmaster Alvaro de Vicente presents his vision of education for boys. Hear our headmaster discuss the role of parents, faculty, and school in the raising of "men fully alive." Sometimes we fall short, but this is our aspiration.

Join CFO Phil McGovern and Director of Annual Giving James Kolakowski for a discussion on smart giving. The new tax laws, stock market, and end of year present interesting opportunities for donors and schools alike. Listen in to hear more about how to make the most of your gifts!

Jeremy Tate, President and Co-Founder of the Classical Learning Test, and Kirby Hartley, Director of Outreach, join us for a conversation about the new SAT. The revised SAT is easier, aligns (and promotes) the Common Core, and has proven less helpful to top students than previous versions of the test. Learn how the CLT presents an alternative route to college entry that supports the mission of schools like The Heights.

Lower School Head, Colin Gleason, offers a Heights Lecture on integrity. He shares how honesty requires far more than merely telling the truth; our boys must learn to live the truth.

Boys need mentors. We know this intuitively from our observations of young and older boys alike. But why? Join Mr. Joe Cardenas (Head of Mentoring) and Alex Berthe (7th Grade Core Teacher) for a conversation on why boys–and their parents–need mentoring.

Hillsdale College Dr. Matt Spalding continues his conversation with us about American History, and the theory of education in 20th century America.

If you haven't listened to Part I of the episode, listen here.

• 3:28: Schools are trying to do too much in their study of History.
  • APs and other similar courses and curricula force us to cover too much ground in a superficial way.
  • The most important task for parents and teachers is to give students an imagination. Otherwise, history becomes flat and dry.
  • We should be more simple in our approach; students can find data on their own with ease if they have basic skills.
  • We have to break through the idea that there are no absolute truths.
• 8:28: American education shifted in the Progressive Era due to the influence of, among others, John Dewey.
  • Classical and Medieval thought had a shared understanding of reality, which is why Shakespeare, Aristotle and Aquinas could all talk about the same things.
  • In the modern world, there is a shift beginning with Machiavelli, and running through Hegel.
  • This though enters the American context through the Progressive Era. There were two key assumptions to this line of thinking. (1) There are no permanent things, and everything is relative; thus the pursuit of truth and knowledge makes no sense. (2) All things change with time; they are historical. Past thinkers, including the founders, did not have a historical sense; all things are relative to their time.
  • This yields an education system that is not about transferring knowledge, but about discovering ourselves through a deconstructive process. This is a departure from the world of Churchill, the Founders, the Classical and Ancient worlds, in which education served the process of "liberating" the mind to know these timeless truths.
  • Progressive history is summed up in quote by Carl Becker, "Whether the Declaration of Independence is true is a meaningless question." To the contrary, that is the question. It was what Washington and Lincoln grappled with, as do we today.
• 17:19: What are colleges looking for in a high school graduate?
  • Student who will flourish in college is the one who can do the basic human things as the "rational animal." The great gift is the gift of speech--articulating, communicating, reading, being able to discuss other things that others have communicated.
  • Students must have a basic framework of history, along with the main aspects of character and human nature.
  • This student will flourish if the objective of college is not necessarily a professional degree. To the contrary, college should be a time when you continue your thinking, with other people learning to think, guided by someone with years of experience guiding, such that one liberates his mind using the wisdom of the past. College is an organized experiment in thinking well about the true things.
  • A young man's capacity to flourish and succeed is seen, more than anywhere else, in his character.
  • High school should provide a good education: knowledge, yes, but also habits of thinking and doing that are rooted in more than mere technical knowledge.

Dr. Spalding's most recent book is We Still Hold These Truths.

Matt Spalding discusses the importance of studying history, and the problems with the contemporary approach.

Dr. Matthew Mehan unpacks the liberal arts. We can throw the term around to describe our school, but do we really understand what we mean? Is it more than a list of good books? Dr. Mehan explores what it means to be a student of the "arts of liberty"–a life long pursuit. For all of us.

Dan Lively joins us for a podcast on Systems for Athletic Success.

Why Sytems and not Goals?

Scott Adams, "How to Fail at Everything and Still Win Big."

Washington Post Article on GW's Nick Griffin.

Systems for Athletic Success

MobilityWod

Systems for Commitment and Communication

Do sports always build character?